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RICA Domains 1-3: Complete Guide
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RICA Domains 1-3: Complete Guide
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RICA Domains 1-3: Complete GuideD3-C8: What are the key indicators for reading fluency? ✔️Ans - The key
indicators for reading fluency are accuracy, rate and prosody.
D3-C8: Name three factors that can disrupt fluency. ✔️Ans - Factors that
can disrupt fluency are:
1. weak word analysis skills
2. stopping frequently to decode unrecognized or unfamiliar words
3. lack of familiarity with content vocabulary
4. texts that contain a large number of one-use (e.g. lithosphere found in a
geography textbook) content words
5. texts that contain a large number of multisyllabic (e.g. arthropod) content
words
6. lack of background knowledge
7. lack of familiarity with more complex syntactic structures
D3-C8 & C9: Define accuracy, provide an example of an assessment that
assesses accuracy, and an instructional strategy for improving accuracy.
✔️Ans - Accuracy refers to a readers ability to pronounce words correctly
when reading orally. Running records may be used to assess accuracy. As the
child reads a passage, the teacher documents each error. A 95% accuracy rate
is required to classify a student's independent reading level. An instructional
strategy that can improve accuracy is word banks.
D3-C8 & C9: Define rate, provide an example of an assessment that assesses
rate, and a strategy for improving rate. ✔️Ans - Rate refers to a readers
ability to read text in an appropriate rate of speed; not too fast nor too slow. A
"one-minute reading sample" may be used to assess rate. It requires the
teacher to use a watch and time a student as they read a 200-300 words
passage. Errors are recorded for words omitted, substituted, and inserted.
Errors are subtracted from words read to calculate students words correct
per minute(wcpm). An instructional strategy that can improve rate is
independent reading.
D3-C8 & C9: Define prosody, provide an example of an assessment that
assesses prosody, and a strategy for improving prosody. ✔️Ans - Prosody
,refers to a readers ability to read with expression, emphasizing certain words,
variation on pitch (intonation), and pausing for punctuations. A
"Multidimensional Fluency Scale" may be used to assess prosody. An
instructional strategy that can improve prosody is phrase-cued reading.
D3-C8: Define automaticity and the automaticity theory. ✔️Ans -
Automaticity is the goal of fluency and refer to swift and accurate reading.
The automaticity theory states that two tasks are required during reading;
decoding words and understand the meaning of text.
If readers are unable to decode words, they will have difficulty
comprehending what they are reading. If readers are able to easily decode
words, then they can allocate more time to reading comprehension.
D3-C8: A second grade student is having difficulty reading fluently. Which of
the following activities will be of less benefit in building fluency and why?
a) silent reading
b) oral reading ✔️Ans - a) Silent reading will be less beneficial in
developing fluency because the teacher will not be able to know if the student
is reading fluently during this activity. If the student reads slowly and with no
expression during silent reading they are practicing inaccurate reading
behaviors over and over again. Silent reading is beneficial when student is
able to read swiftly and accurately (automaticity).
D3-C8: Mrs. Rica is planning on implementing 30 minutes of independent
silent reading in her third grade class. What two interventions must she make
in order to ensure that independent silent reading is more effective in
supporting fluency development among her third grade students? ✔️Ans
- Intervention 1: Teacher must have students select the just right type of
books; not too difficult nor too easy. Books at appropriate reading levels.
Intervention 2: Teacher must hold the students accountable for
comprehension via reading logs, book reports, oral presentations, buddy
reading, and individual conferences.
D3-C8: Define the stages of reading development. ✔️Ans - 1: Accuracy
and swift letter naming.
, 2: Fluency reading single-syllable words with regular, letter-sound
correspondences and high-frequency sight words.
3: Fluency reading multi-syllabic words with structural analysis skills, syllabic
analysis skills, and orthographic knowledge.
4: Achieving automaticity with content area words (e.g. lithosphere) and
words with irregular spellings (e.g. instead, equivalent, expression)
D3-C8: In Mrs. Rica's 4th grade class, students began reading Greek
mythology. During think-pair-share she noticed that one of her student is
having difficulty comprehending the complex text. Mrs. Rica asks the student
to read couple paragraphs from the Greek mythology text out loud. She
notices that the student is reading at a steady pace and with a monotone voice.
The student also stated to Mrs. Rica that she thinks that the drawings of
Medusa are creepy. What is causing the student to have difficulty with
comprehension? ✔️Ans - Prosody (expression) is essential to reading
comprehension. The student is not demonstrating appropriate expression as
she is reading in a monotone voice.
D3-C9: What is the independent reading level? ✔️Ans - The independent
reading level consists of the students ability to decode 95% of words read.
Students who decode 90-94% of words read are in the instructional reading
level and students who decode 89% or less of words read are in the
frustrational reading level.
D3-C9: Name three strategies that improve all components of fluency.
✔️Ans - The three strategies that improve all components of fluency are:
1: Monitored reading (teacher model, student practice and teacher feedback)
2: Repeated readings (student alone, timed, taped-assisted reading and pair
reading with a partner)
3: When and how fluency instruction should be introduced
D3-9: Mrs. Rica has paired two students together for paired reading with a
partner; Jane and Joe. Jane is at a higher instructional reading level that Joe.
Who should read first and why?
a) Both read at the same time
b) Jane reads first
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